Volume 47 Number 2 June 2012http://daddcec.org/Default.aspx?TabId=73&rssissueid=39
en-USkarla@findeight.comkarla@findeight.comMon, 21 Jan 2019 19:12:50 GMTMon, 21 Jan 2019 19:12:50 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Teachers’ Experiences of Communicating with Students with Multiple and Severe Disabilities<p class="WPDefaults">Tania De Bortoli, Susan Balandin, Phil Foreman, Michael Arthur-Kelly, and Bernice Mathisen</p>
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<p class="WPDefaults"><em>Abstract: The aim of this study was to explore regular teachers&rsquo; perceptions and experiences of supports and obstacles to communicative interactions for students with multiple and severe disabilities (MSD). Five teachers of students with MSD participated in two in-depth interviews. Interview transcripts were analysed using content analysis. Transcripts were coded into categories, which were then grouped to yield content themes. Participants identified a broad range of themes, including: the complex needs of students with MSD, teachers&rsquo; training and experience, communication education for teachers, the presence of peers without disabilities, the mainstream classroom, other staff in the school context, resources, infrastructure, the culture, size and geographical location of the school, the home context, support from specialist personnel outside the school, including collaboration with speech-language pathologists, the role of government departments, and broader societal factors. There are complex, systemic influences on access to communicative interactions for students with MSD in mainstream school settings. Inadequate systemic supports restrict communicative interactions between students with MSD and their teachers and peers without disabilities, and limit the involvement of students with MSD in mainstream classroom activities.&nbsp; Further research is required with teachers of students with MSD to substantiate these preliminary findings.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/629/Teachers’-Experiences-of-Communicating-with-Students-with-Multiple-and-Severe-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/629/Teachers’-Experiences-of-Communicating-with-Students-with-Multiple-and-Severe-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/629/Teachers’-Experiences-of-Communicating-with-Students-with-Multiple-and-Severe-Disabilities.aspxWed, 11 Jul 2012 22:30:00 GMT0Comparison of the Effects of Video Models with and Without Verbal Cuing on Task Completion by Young Adults with Moderate Intellectual Disability<p class="WPDefaults">Linda C. Mechling and Terri S. Collins</p>
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<p class="WPDefaults"><em>Abstract: This study compared the effects of video models with and without verbal cuing (voice over) on the completion of fine motor cooking related tasks by four young adults with moderate intellectual disability. The effects of the two modeling conditions were compared using an adapted alternating treatments design with an extended baseline, comparison, final treatment, and best treatment condition. Results indicated that video modeling with verbal cuing was more effective for three of the four students when evaluating independent correct performance of task steps.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/628/Comparison-of-the-Effects-of-Video-Models-with-and-Without-Verbal-Cuing-on-Task-Completion-by-Young-Adults-with-Moderate-Intellectual-Disability.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/628/Comparison-of-the-Effects-of-Video-Models-with-and-Without-Verbal-Cuing-on-Task-Completion-by-Young-Adults-with-Moderate-Intellectual-Disability.aspx
http://daddcec.org/Home/tabid/40/ArticleID/628/Comparison-of-the-Effects-of-Video-Models-with-and-Without-Verbal-Cuing-on-Task-Completion-by-Young-Adults-with-Moderate-Intellectual-Disability.aspxWed, 11 Jul 2012 22:24:00 GMT0Effectiveness of an Essay Writing Strategy for Post-Secondary Students with Developmental Disabilities<p class="WPDefaults">Suzanne Woods-Groves, William J. Therrien, Youjia Hua, Jo Hendrickson, Julia Shaw, and Charles Hughes</p>
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<p class="WPDefaults"><em>Abstract: This study examined the effectiveness of the ANSWER Strategy (Hughes, Schumaker, &amp; Deshler, 2005) in improving the essay composition skills of post-secondary students with developmental disabilities.&nbsp; The six-step strategy incorporated analyzing essay prompts, creating an outline, generating an essay response, and reviewing the answer. The students (N = 16) were assigned via a stratified random sample method to treatment or control groups. A pre- and post-test design was employed and the results were evaluated using a strategy scoring rubric. Statistically significant differences were found between the post-tests in favor of the treatment group related to their knowledge of the ANSWER strategy and the use of the strategy steps. Overall, the results indicated that the ANSWER strategy holds promise as an effective writing intervention for individuals with developmental disabilities in post-secondary settings.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/627/Effectiveness-of-an-Essay-Writing-Strategy-for-Post-Secondary-Students-with-Developmental-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/627/Effectiveness-of-an-Essay-Writing-Strategy-for-Post-Secondary-Students-with-Developmental-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/627/Effectiveness-of-an-Essay-Writing-Strategy-for-Post-Secondary-Students-with-Developmental-Disabilities.aspxWed, 11 Jul 2012 22:21:00 GMT0Anxiety Levels in Students with Autism Spectrum Disorder Making the Transition from Primary to Secondary School<p class="WPDefaults">Elizabeth F. Hannah and Keith J. Topping</p>
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<p class="WPDefaults"><em>Abstract: The anxiety levels of students with autism spectrum disorder (ASD) over the period of transition from primary to secondary school are investigated. A repeated measures design and an adapted version of a self-report measure, the Spence Children&rsquo;s Anxiety Scale (SCAS), are used to compare the anxiety levels of eight students before and after the transfer. Analysis at the individual level of the sub-scale scores using the adapted SCAS against the standardised norms in two studies involving community samples reveals a mixed picture. These findings suggest that individual differences are a significant feature. Limitations of the research and possible avenues for future research are considered. Implications for supporting students with ASD in schools are outlined.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/626/Anxiety-Levels-in-Students-with-Autism-Spectrum-Disorder-Making-the-Transition-from-Primary-to-Secondary-School.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/626/Anxiety-Levels-in-Students-with-Autism-Spectrum-Disorder-Making-the-Transition-from-Primary-to-Secondary-School.aspx
http://daddcec.org/Home/tabid/40/ArticleID/626/Anxiety-Levels-in-Students-with-Autism-Spectrum-Disorder-Making-the-Transition-from-Primary-to-Secondary-School.aspxWed, 11 Jul 2012 22:18:00 GMT0Teacher Education in Autism Spectrum Disorders: Proposing a Potential Blueprint<p class="WPDefaults">Eric Shyman</p>
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<p class="WPDefaults"><em>Abstract: With evidence indicating the increase in the diagnosis of autism, as well as the complexity of working with individuals with Autism Spectrum Disorders (ASD), providing competent teacher education and training programs specializing in ASD has become an educational necessity. This article seeks to outline necessary components of a comprehensive teacher education program specializing in teaching individuals with ASD. By contextualizing the needs of a teacher preparation in ASD, better and more focused research can be conducted in determining effectiveness and comprehensiveness of such programs.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/625/Teacher-Education-in-Autism-Spectrum-Disorders-Proposing-a-Potential-Blueprint.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/625/Teacher-Education-in-Autism-Spectrum-Disorders-Proposing-a-Potential-Blueprint.aspx
http://daddcec.org/Home/tabid/40/ArticleID/625/Teacher-Education-in-Autism-Spectrum-Disorders-Proposing-a-Potential-Blueprint.aspxWed, 11 Jul 2012 22:15:00 GMT0The Picture Exchange Communication System (PECS): A Promising Method for Improving Communication Skills of Learners with Autism Spectrum Disorders<p class="WPDefaults">Jennifer B. Ganz, Richard L. Simpson, and Emily M. Lund</p>
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<p class="WPDefaults"><em>Abstract: Children and youth with Autism Spectrum Disorders (ASD) and other developmental delays frequently experience deficits in functional communication.&nbsp; Identifying and using suitable communication enhancement and augmentative and alternative communication supports is essential to achievement of positive outcomes for these learners.&nbsp; This article discusses the use of the Picture Exchange Communication System (PECS), a commonly used and utilitarian AAC system for children and youth who lack sufficient functional communication skills.&nbsp; Particular attention is given to practitioners&rsquo; use of this promising tool.</em></p>
<p class="WPDefaults"><em>&nbsp;</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/624/The-Picture-Exchange-Communication-System-PECS-A-Promising-Method-for-Improving-Communication-Skills-of-Learners-with-Autism-Spectrum-Disorders.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/624/The-Picture-Exchange-Communication-System-PECS-A-Promising-Method-for-Improving-Communication-Skills-of-Learners-with-Autism-Spectrum-Disorders.aspx
http://daddcec.org/Home/tabid/40/ArticleID/624/The-Picture-Exchange-Communication-System-PECS-A-Promising-Method-for-Improving-Communication-Skills-of-Learners-with-Autism-Spectrum-Disorders.aspxWed, 11 Jul 2012 22:11:00 GMT0Teaching Social Skills to Children with Autism Using the Cool versus Not Cool Procedure<p class="WPDefaults">Justin B. Leaf, Kathleen H. Tsuji, Brandy Griggs, Andrew Edwards, Mitchell Taubman, John McEachin, Ronald Leaf, and Misty L. Oppenheim-Leaf</p>
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<p class="WPDefaults"><em>Abstract: This study evaluated the effects of the cool versus not cool procedure for teaching three children diagnosed with an autism spectrum disorder eight social skills. The cool versus not cool procedure is a social discrimination program used to increase children&rsquo;s ability to display appropriate social behaviors. In this study, the cool versus not cool procedure consisted of the participants observing the researcher demonstrating a social behavior either appropriately or inappropriately, followed by the participants discriminating whether the researcher demonstration was &ldquo;cool&rdquo; (appropriate) or &ldquo;not cool&rdquo; (inappropriate). For some social skills the participants role-played the social behavior following the teacher demonstration. Results indicated that participants reached mastery criterion on 50% of targeted social skills with the teacher demonstration and on an additional 37.5% of targeted social skills with teacher demonstrations plus role-plays. Only one participant on one social skill (12.5%) was unable to reach mastery criterion although performance increased from baseline.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/623/Teaching-Social-Skills-to-Children-with-Autism-Using-the-Cool-versus-Not-Cool-Procedure.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/623/Teaching-Social-Skills-to-Children-with-Autism-Using-the-Cool-versus-Not-Cool-Procedure.aspx
http://daddcec.org/Home/tabid/40/ArticleID/623/Teaching-Social-Skills-to-Children-with-Autism-Using-the-Cool-versus-Not-Cool-Procedure.aspxWed, 11 Jul 2012 22:03:00 GMT0Effects of a Self-Monitoring Strategy on Independent Work Behavior of Students with Mild Intellectual Disability <p class="WPDefaults">Jennifer Coughlin, Kathleen M. McCoy, Amy Kenzer, Sarup R. Mathur, and Stanley H. Zucker</p>
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<p class="WPDefaults"><em>Abstract: This study evaluated the effectiveness of a self-monitoring strategy on independent work behavior.&nbsp; The three subjects were in first grade, seven years old, identified with mild intellectual disability (MID), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals.&nbsp; The purpose of this study was to investigate the effect of a self-monitoring strategy on on-task independent work behavior and task completion.&nbsp; A multiple baseline across subjects design was used.&nbsp; Data were collected using a frequency count of off-task behavior.&nbsp; The self-monitoring strategy was found to be successful with all subjects in the study.&nbsp; Overall, the subjects demonstrated a decrease in off-task behavior during independent work time after the intervention was introduced.&nbsp; Implications are discussed.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/622/Effects-of-a-Self-Monitoring-Strategy-on-Independent-Work-Behavior-of-Students-with-Mild-Intellectual-Disability.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/622/Effects-of-a-Self-Monitoring-Strategy-on-Independent-Work-Behavior-of-Students-with-Mild-Intellectual-Disability.aspx
http://daddcec.org/Home/tabid/40/ArticleID/622/Effects-of-a-Self-Monitoring-Strategy-on-Independent-Work-Behavior-of-Students-with-Mild-Intellectual-Disability.aspxWed, 11 Jul 2012 21:57:00 GMT0Functional Curriculum and Students with Mild Intellectual Disability: Exploring Postschool Outcomes through the NLTS2<p class="WPDefaults">Emily C. Bouck and Gauri Joshi</p>
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<p class="WPDefaults"><em>Abstract: While students with mild intellectual disability receive less attention in research, their educational programming is still important, including the curriculum they receive in school. This study analyzed the National Longitudinal Transition Study-2 (NLTS2) as to the curriculum students with mild intellectual disability received in high school as well as students&rsquo; postschool outcomes. Frequency distributions, cross tabulations and logistic regression were utilized to analyze secondary data from the NLTS2. Results indicated few students with mild intellectual disability received a functional curriculum and receipt of a functional curriculum did not influence postschool outcomes. The implications and future directions of these results are discussed.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/621/Functional-Curriculum-and-Students-with-Mild-Intellectual-Disability-Exploring-Postschool-Outcomes-through-the-NLTS2.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/621/Functional-Curriculum-and-Students-with-Mild-Intellectual-Disability-Exploring-Postschool-Outcomes-through-the-NLTS2.aspx
http://daddcec.org/Home/tabid/40/ArticleID/621/Functional-Curriculum-and-Students-with-Mild-Intellectual-Disability-Exploring-Postschool-Outcomes-through-the-NLTS2.aspxWed, 11 Jul 2012 21:54:00 GMT0Documenting Impact of Educational Contexts on Long-Term Outcomes for Students with Significant Disabilities<p class="WPDefaults">Diane Lea Ryndak, Sandra Alper&rsquo; Carolyn Hughes, and John McDonnell</p>
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<p class="WPDefaults"><em>Abstract: Follow-up studies of students with significant disabilities consistently indicate poor post-school outcomes.&nbsp; Although existing research indicates that services in inclusive general education contexts can result in positive short-term outcomes for these individuals during their school years, there are few investigations of the lives of adults with significant disabilities who experienced inclusive education over extended periods of time.&nbsp; Considering the lack of longitudinal studies, it currently is difficult to determine whether young adults lead more successful lives relative to employment, residential situations, use of leisure time, and friendships and social networks, as a function of inclusive education.&nbsp; This paper focuses on issues faced when conducting research to document the impact of contexts on long-term outcomes for students with significant disabilities, especially when addressing relative effectiveness of services in inclusive general education contexts and more restrictive contexts.&nbsp; Recommendations for future research and related policy and funding are suggested.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/620/Documenting-Impact-of-Educational-Contexts-on-Long-Term-Outcomes-for-Students-with-Significant-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/620/Documenting-Impact-of-Educational-Contexts-on-Long-Term-Outcomes-for-Students-with-Significant-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/620/Documenting-Impact-of-Educational-Contexts-on-Long-Term-Outcomes-for-Students-with-Significant-Disabilities.aspxWed, 11 Jul 2012 21:28:00 GMT0